ABSTRACT
This chapter describes the way teachers in one secondary school responded in terms of policy and practice to the fact that they were educating students from and for a multi-ethnic society. It provides some empirical light on certain theoretical questions in the sociology of education about the role of schools in reproducing the social characteristics of modern society. Policy implementation will surely be enhanced if, after full discussion between teachers, LEA representatives, and school governors, policy statements specify more clearly the implications of multicultural and anti-racist education for curriculum, pedagogy, and school organization. Most classroom teachers were in favour of multicultural and antiracist education. In terms of practice in education for non-racism several departments had made efforts to include aspects of the history and cultures of minority groups in their curriculum content and to teach about the variety of human cultures.
